Davidson, Estherbella

Inspection date 15 July 2019 Previous inspection date 9 March 2016

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder provides a good range of play and planned activities. These promote all areas of children's learning effectively and help to maintain their positive outcomes. n The childminder works effectively with parents to promote children's learning and monitor their development. This helps children make good progress. n Children form warm and trusting relationships with the childminder and her assistants. As a result, they are happy and settled in her care. n The childminder encourages children to develop good behaviour and positive attitudes towards others through her consistent messages and good example. n The childminder completes effective risk assessments of her home and the outings children attend. This helps to maintain safe and secure environments for children. n At times, some activities are very adult-led and children are not given the opportunity to make their own choices and take responsibility.

p.1

This provision is good

n Although the childminder provides experiences that encourage children to develop their knowledge of different textures, these are not readily available to the younger children to help enhance their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n develop the way adult-led actives are organised to allow children more opportunities to make their own choices n provide more opportunities for children to have experiences of textures and extend their learning even further.

p.2

What the setting needs to do to improve further

n The inspector discussed with the childminder how she meets the safeguarding and welfare requirements. n The inspector discussed with the childminder how she delivers the learning programmes for children. n The inspector discussed children's records and sampled policies and procedures. n The inspector joined the childminder in a tour of the premises and discussed risk assessments. n The inspector took account of the written views of parents.

p.2

Effectiveness of leadership and management is good

The childminder is keen to provide children with a high-quality environment where their learning and care needs are fulfilled. She has attended relevant training and this, coupled with her experience, has helped her to develop a deeper knowledge and understanding of how young children learn. The childminder monitors and reflects on her practice and that of her assistants, and uses this evaluation to help identify targets for action. For example, she has attended training to strengthen her use of assessments to improve the quality of teaching further and promote the best possible outcomes for children. Safeguarding is effective. The childminder is clear about her role in protecting children from harm. She knows what to do if she has any concerns about a child's welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder regularly shares information with parents so that they are involved in their children's learning and development. She spends time observing children to find out what they know and can do. She uses this information to plan engaging activities for children that appeal to their interests and help them learn. For example, she planned a singing activity using props. The childminder supports older children to identify numbers and words, while younger children learn to count. She encourages children to develop their physical skills well. For example, children walk up and down stairs with ease. The childminder reads stories to children to help support their communication and language skills, with younger children learning new words and older children expanding their vocabulary and speaking skills. The childminder teaches children about the diverse wider world and to respect each other. For example, they explore others' cultures and people

p.3

Personal development, behaviour and welfare are good

The childminder knows the children well and cares for them according to their individual needs. For example, she gives special attention to children needing reassurance. This helps children to feel safe and develop a sense of belonging. The childminder praises children for their achievements. They become more confident and self-assured as they develop secure relationships with the childminder, her assistants and their peers. The childminder encourages children to feed themselves, to share and to behave in a caring way towards each other. She provides plenty of opportunities for children to be physically active, inside and outside. They follow a healthy diet and learn simple daily hygiene routines.

p.3

Outcomes for children are good

Children make good progress in relation to their starting points. They learn important skills for the future. Children socialise and interact with other children as they play together. They develop early reading, listening and speaking skills. They share books and join in playing games where they identify different numbers and words. Children are happy, contented and motivated to play and learn. They develop good imaginations.

p.3

Setting details

Unique reference number EY407145 Local authority Croydon Inspection number 10062380 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11 Date of previous inspection 9 March 2016

p.4

Registers

The childminder registered in 2010. She lives in Norbury, located in the London Borough of Croydon. The childminder operates her service from 7am until 6pm on Monday to Friday, all year round. The childminder has two assistants.

p.4

Registers

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5